Summary
Contents
Subject index
The SAGE Handbook of Inclusion and Diversity in Education examines policy and practice from around the world, with respect to broadly conceived notions of inclusion and diversity within education. This growing and significant area of research reflects the ever-increasing expectation that not only should schools accept all students, but that they should be able to provide each student with a high-quality educational and social experience. This Handbook sets out to provide a critical and comprehensive overview of current thinking and debate around aspects such as inclusive education rights, philosophy, context, policy, systems, and practices for a global audience. This an ideal text for students, academics and researchers in the field of education, as well as those involved in policy-making, or those teaching in classrooms today. Part I: Conceptualizations and Possibilities of Inclusion and Diversity in Education; Part II: Inclusion and Diversity in Educational Practices, Policies, and Systems; and Part III: Inclusion and Diversity in Global and Local Educational Contexts.
Supporting Gender and Sexual Diversity in Schools: Teachers’ Perspectives, Challenges, and Possibilities
Supporting Gender and Sexual Diversity in Schools: Teachers’ Perspectives, Challenges, and Possibilities
Introduction
Schools play a key role in teaching and reinforcing the dominant values of the culture and this holds especially true in the areas of gender and sexuality. From the first day they enter pre-school or kindergarten, children are identified by their sex on registration forms, referred to as ‘boys and girls', and their gender is consistently practiced and reinforced through stories, free play, and interactions with their teachers and their peers (Blaise, 2005; Renold, 2000). Schools are also a popular site for exploring exclusive relationships with ‘best friends’ in primary school and ‘boyfriends’ ...
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